Comments on: Pavlov’s Dogs http://happyhippy.edublogs.org/2009/07/09/pavlovs-dogs/ IT in education and the myth of the work-life balance Thu, 19 Nov 2009 18:01:41 -0500 http://wordpress.org/?v=2.8.2 hourly 1 By: Suzi Bewell http://happyhippy.edublogs.org/2009/07/09/pavlovs-dogs/comment-page-1/#comment-1181 Suzi Bewell Thu, 24 Sep 2009 21:15:08 +0000 http://happyhippy.edublogs.org/?p=296#comment-1181 I am in the process of reading NLP for teachers and came across a chapter very similar to what you are saying and have been experimenting at home with my young children and also in class. It is fair to say that the ignored child then often craves the attention even more but starts to focus on doing something right / praiseworthy. "CATCH EM DOING SOMETHING RIGHT!" There is an interesting section on peripheral vision and praising to the left and right of the offending child thus focussing the attention in the direction of but not at the "naughty" / attention seeking child. Interesting stuff. thanks for the post :) Suzi Bewell I am in the process of reading NLP for teachers and came across a chapter very similar to what you are saying and have been experimenting at home with my young children and also in class. It is fair to say that the ignored child then often craves the attention even more but starts to focus on doing something right / praiseworthy. “CATCH EM DOING SOMETHING RIGHT!”
There is an interesting section on peripheral vision and praising to the left and right of the offending child thus focussing the attention in the direction of but not at the “naughty” / attention seeking child. Interesting stuff.
thanks for the post :)
Suzi Bewell

]]> By: simfin http://happyhippy.edublogs.org/2009/07/09/pavlovs-dogs/comment-page-1/#comment-1169 simfin Thu, 09 Jul 2009 22:24:54 +0000 http://happyhippy.edublogs.org/?p=296#comment-1169 It was a long time ago that I concluded that managing a class is similar to living with a dog - in both cases the best results come from consistency, fairness and rewarding correct behaviour. Both take a dim view of punishment/negative feedback. With a new dog in our house I've noticed a further challenge; how do you get a dog to do the right behaviour, while he's doing the wrong behaviour - if negative reinforcement - is ineffective? eg he runs after joggers when I get him back do I scold or praise? Scold, he doesn't come back next time, praise and he thinks chasing joggers is a good thing. My strategy is; when i see bad behaviour is imminent - I give him something positive to do and praise. Can the effective teacher pre empt the negative moment by providing opportunities to be praised? Paws for thought :-) It was a long time ago that I concluded that managing a class is similar to living with a dog – in both cases the best results come from consistency, fairness and rewarding correct behaviour. Both take a dim view of punishment/negative feedback. With a new dog in our house I’ve noticed a further challenge; how do you get a dog to do the right behaviour, while he’s doing the wrong behaviour – if negative reinforcement – is ineffective? eg he runs after joggers when I get him back do I scold or praise? Scold, he doesn’t come back next time, praise and he thinks chasing joggers is a good thing. My strategy is; when i see bad behaviour is imminent – I give him something positive to do and praise. Can the effective teacher pre empt the negative moment by providing opportunities to be praised?

Paws for thought :-)

]]>